Abstract
Given the rising integration of digital tools into educational practices in our century, it is important to comprehend how seasoned educators adjust to these developments. This qualitative research study explored the struggles and coping mechanisms of the seasoned secondary math teachers in incorporating technology into their lessons. Using phenomenological approach, fifteen seasoned math teachers from Digos City Schools Division were interviewed using the In-depth interview I to learn about their actual experiences. The results reveal the four main challenges: seasoned teachers’ technological difficulties, technological resource constraint, resistance to change, curriculum integration. Teachers use a variety of strategies to address these issues, troubleshooting skills, innovative solutions, seeking help and collaborations, and continuous professional development. The report also lists the types of assistance that school administrators should provide, professional development and learning opportunities, sharing experience and peer collaboration, resource allocation and infrastructure support, and building healthy relationships with stakeholder. The results imply that with theories of social support, resilience, and stress and coping highlight the value of specialized support systems in assisting educators in successfully navigating the challenges of teaching mathematics using technology.
